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3D virtual learning environments in education: a meta-review

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Abstract

The aim of this study is to investigate recent empirical research studies about 3D virtual learning environments. A total of 167 empirical studies that involve the use of 3D virtual worlds in education were examined by meta-review. Our findings show that the “Second Life” platform has been frequently used in studies. Among the reviewed papers, case study designs and quasi-experimental studies were more common. Sample sizes were below 100 for most studies. 3D virtual learning environments are mainly designed for learning support, simulation, and game. Language learning and science have been the most extensively studied topics. Collaborative and exploration-based learning strategies have been used most frequently in 3D virtual learning environments. Presence, satisfaction, communication skills, and engagement were examined as emotional and cognitive achievements.

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Acknowledgements

This study was conducted as part of the “Effects of Virtual and Multimedia Environments on Interest and Awareness Toward Winter Sports” project, supported by the Turkish Science and Technology Institution Project, number “111K516”.

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Authors and Affiliations

  1. Department of Computer and Instructional Technologies, Recep Tayyip Erdoğan University, Rize, 53200, Turkey

    I. Reisoğlu

  2. Department of Computer and Instructional Technologies, Ataturk University, Erzurum, Turkey

    B. Topu, R. Yılmaz, T. Karakuş Yılmaz & Y. Göktaş

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  1. I. Reisoğlu
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  2. B. Topu
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  3. R. Yılmaz
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  4. T. Karakuş Yılmaz
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Corresponding author

Correspondence to I. Reisoğlu.

Appendix 1: The articles reviewed

Appendix 1: The articles reviewed

  1. 1.

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  2. 2.

    Andreas, K., Tsiatsos, T., Terzidou, T., & Pomportsis, A. (2009). Fostering collaborative learning in Second Life: Metaphors and affordances. Computers and Education, 55, 603–615.

  3. 3.

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  4. 4.

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  5. 5.

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  6. 6.

    Baydas, O., Karakus, T., Topu, F. B., Yilmaz, R., Ozturk, M. E., & Goktas, Y. (2015). Retention and flow under guided and unguided learning experience in 3D virtual worlds. Computers in Human Behavior, 44, 96–102.

  7. 7.

    Beaumont, C., Savin-Baden, M., Conradi, E., & Poulton, T. (2014). Evaluating a Second Life Problem-Based Learning (PBL) demonstrator project: what can we learn?. Interactive Learning Environments, 22(1), 125–141.

  8. 8.

    Behm-Morawitz, E. (2013). Mirrored selves: The influence of self-presence in a virtual world on health, appearance, and well-being. Computers in Human Behavior, 29, 119–128.

  9. 9.

    Berns, A., Gonzalez-Pardo, A., & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210–220.

  10. 10.

    Bers, M. & Chau, C. (2010). The virtual campus of the future: stimulating and simulating civic actions in a virtual world. Journal of Computing in Higher Education, 22, 1–23. doi:10.1007/s12528-009-9026-3.

  11. 11.

    Billieux, J., Linden, M. Van der, Achab, S., Khazaal, Y., Paraskevopoulos, L., Zullino, D., & Thorens, G. (2013). Why do you play World of Warcraft? An in-depth exploration of self-reported motivations to play online and in-game behaviours in the virtual world of Azeroth. Computers in Human Behavior, 29, 103–109.

  12. 12.

    Bluemink, J., Hamalainen, R., Manninenc, T., & Jarvela, S. (2010). Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction? Interactive Learning Environments, 18(4), 365–383.

  13. 13.

    Bouta, H., Retalis, S., & Paraskeva, F. (2012). Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment. Computers and Education, 58, 501–517.

  14. 14.

    Bronack, S., Riedl, R., & Tashner, J. (2006). Learning in the Zone: A social constructivist framework for distance education in a 3-dimensional virtual world. Interactive Learning Environments, 14(3), 219–232. doi: 10.1080/10494820600909157

  15. 15.

    Buckingham, D. & Rodríguez, C. (2013). Learning about power and citizenship in an online virtual world. Comunicar, 40, 49–57. doi: 10.3916/c40-2013-02-05

  16. 16.

    Bulu, S. T. (2012). Place presence, social presence, co-presence, and satisfaction in virtual worlds. Computers and Education, 58, 154–161

  17. 17.

    Burgess, M. L., Slate, J. R., Rojas-LeBouef, A., & LaPrairie, K. (2010). Teaching and learning in Second Life: Using the Community of Inquiry (CoI) model to support online instruction with graduate students in instructional technology. The Internet and Higher Education, 13(1), 84–88.

  18. 18.

    Chen, J. F., Warden, C.A., Wen-Shung Tai, D., Chen, Farn-Shing, & Chao, Chich-Yang (2011). Level of abstraction and feelings of presence in virtual space: Business English negotiation in Open Wonderland. Computers and Education, 57, 2126–2134.

  19. 19.

    Cheng, G. (2014). Exploring students’ learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105–115.

  20. 20.

    Cheng, Y. & Wang, Shwu-Huey (2011). Applying a 3D virtual learning environment to facilitate student’s application ability—The case of marketing. Computers in Human Behavior, 27, 576–584.

  21. 21.

    Cheng, Y. & Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment–The pilot study. Computers and Education, 54, 1068–1077.

  22. 22.

    Cheng, Y., Chiang, Hsuan-Chi, Ye, J., & Cheng, Li-hung (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers and Education, 55, 1449–1458.

  23. 23.

    Cheong, D. (2010). The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy. Computers and Education, 55(2), 868–880.

  24. 24.

    Cheryan, S., Meltzoff, A. N., & Kim, S. (2011). Classrooms matter: The design of virtual classrooms influences gender disparities in computer science classes. Computers and Education, 57, 1825–1835.

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    Childs, M., Schnieders, H. L., & Williams, G. (2012). “This above all: to thine own self be true”: ethical considerations and risks in conducting Higher Education learning activities in the virtual world Second Life™. Interactive Learning Environments, 20(3), 253–269.

  26. 26.

    Cho, Y. H., Yim, S. Y., & Paik, S. (2015). Physical and social presence in 3D virtual role-play for pre-service teachers. The Internet and Higher Education, 25, 70–77.

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Reisoğlu, I., Topu, B., Yılmaz, R. et al. 3D virtual learning environments in education: a meta-review. Asia Pacific Educ. Rev. 18, 81–100 (2017). https://doi.org/10.1007/s12564-016-9467-0

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